Magister Educationis - MEd / The purpose of the study was to investigate the implementation of learning support strategies by Intermediate Phase teachers. The study also determined the factors (enhancing or limiting) that impact upon the successful implementation of learning support strategies specifically in a rural school. The study was conducted at one primary school in the Western Cape. The research participants were ten teachers involved in offering learner support at this school. Focus group discussions as well as in-depth interviews were used to explore the teachers' views of their support strategies. The data was analysed using a thematic approach. The main finding of this study is that a huge gap exists between inclusive education policy expectations and the actual manifestation of teachers' support to learners with learning difficulties. The findings of the study reveal a combination of external as well as internal and systemic factors working in conjunction and culminating in a lack of capacity amongst teachers. This study recommends a review of policies with the aim of providing opportunities for a thorough understanding of new concepts and practices, focused and professional development of teachers in the area of learner support and more monetary and infrastructural resources. / South Africa

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Magister Public Health - MPH / An urgent need to rapidly increase the size and capacity of the health workforce to manage the health system in Namibia motivated the development of a Bachelor of Nursing Science degree which has been offered at a distance since 1997 at the University of Namibia. The programme is delivered from the University’s Central and Northern Campuses, enabling qualified nurses to develop management and educator capacity while continuing to work;throughput has however been low and slow. Since student support is posited as a vital ingredient of distance education success, this study sought to understand how students experienced the support services offered by the University of Namibia’s distance education unit – the Centre for External Studies. The study explored students’ experiences and perceptions of administrative, social and academic support services provided by the University. The research design was qualitative, and exploratory, using focus groups and interviews for data collection. The sample comprised of forty Bachelor of Nursing Science students enrolled on both campuses between 2005 –2011 as well as seven staff involved in student support services. Documents and interviews of envisioned support services from the Centre for External Studies served as the basis for the evaluation of services. Data was analysed using thematic content analysis. A comparison was made of the findings from the two campuses.The findings reflected positive experiences of support from family and lecturers as well as institutional offerings such as video conferences. There were, however, some institutional weaknesses in the programme delivery such as the late delivery of study materials which impacted on students’ submission of assignments, and weak communication systems which affected delivery of support workshops. The libraries on both campuses were not adequately resourced and prescribed books were not always available at the local bookshops. Lecturer presence was missed by many students who were not used to distance learning, although the intensity of this experience differed between the students on the different Campuses.Personal challenges were sometimes responsible for student discontinuation of the programme, and work-related challenges affected attendance of vacation schools. These problems were experienced more by the students on the Northern Campus.Out of this study, recommendations were made on how to improve support services for advanced nursing students studying at a distance at the University of Namibia. Ethical clearance for the study was obtained from both the University of Namibia and the University of the Western Cape.

Thesis (MEdPsych)--Stellenbosch University, 2012. / Bibliography / ENGLISH ABSTRACT: The purpose of this study was to explore the experiences of parents who have a child previously diagnosed with autistic disorder who is following or has in the past followed an intensive Applied Behaviour Analysis programme. Parents willingly participated in this research study. The aim of this study was to explore parents' experiences and the various challenges they face. This study also focuses on support and coping strategies experienced by parents. Parents were also asked to provide ideas for support strategies, coping strategies and advice to other parents who may be embarking on a similar journey. A literature review was conducted in order to obtain perspective on research conducted in this field. I fulfilled the dual role of researcher and trainee educational psychologist. The interpretive paradigm was chosen as the framework for this study and the data was gathered by means of semi-structured interviews and written reflections. This research report describes a variety of experiences that parents underwent and the repercussions thereof. Suggestions were made and parents shared advice and support strategies to help other parents who have a child with autism who may decide to embark on an intensive ABA programme. / AFRIKAANSE OPSOMMING: Die doelwit van hierdie studie was om die ondervindinge van ouers met 'n kind wat voorheen met outistiese versteuring gediagnoseer is en wat tans of in die verlede 'n intensiewe Toegepaste Gedrags Analise program voltooi het, te verken. Ouers het vrywillig aan hierdie navorsingsprojek deelgeneem. Die mikpunt van die projek was om die ouers se ervaringe en die verskeie uitdagings wat hulle in die gesig staar, te ondersoek. Hierdie studie fokus ook op ondersteuning en hanteringstrategieë wat deur ouers ervaar word. Ouers is ook gevra om ondersteuningstrategieë, hanteringstrategieë en advies te bied aan ander ouers wat dalk 'n soortgelyke reis sal deurmaak. 'n Literatuuroorsig is gedoen ten einde die perspektief van navorsing wat op hierdie gebied gedoen is, te verkry. Ek het die dubbele rol van navorser en leerling opvoedkundige sielkundige gevul. Die interpretatiewe paradigma is gekies as die raamwerk vir hierdie studie. Die ervaringe is vanuit semi-gestruktureerde onderhoude en geskrewe refleksies versamel. Hierdie navorsingsverslag beskryf 'n verskeidenheid ervaringe wat die ouers deurgemaak het, asook die gevolge daarvan. Voorstelle is gemaak en advies en ondersteuningstrategieë is deur ouers gedeel om hulp te verleen aan ander ouers van 'n kind met outisme wat 'n intensiewe ABA program gaan begin.

The management of online learning environments so that they are effective and efficient presents a significant challenge for institutions and lecturers due to the complexity of requirements in the learning and teaching domain. The use of 3D Multi User Virtual Environments (MUVEs) for education introduces a novel set of management challenges. MUVEs were designed to cater for entertainment and commercial needs and as such do not intrinsically support managed learning. When MUVEs are used for educational purposes, forming 3D Multi User Learning Environments (MULEs), user support for learning management becomes an important factor. This thesis highlights the importance of managed learning in MULEs. It proposes a coordinated approach which accommodates the existing education institutional infrastructure. The research has focused on two very widely used and closely compatible MUVEs, Second Life (SL) and OpenSim. The thesis presents system and user studies that have been carried out on these selected MUVEs. The findings reveal the challenges that academics and students can experience if they do not have sufficient knowhow to manage learning activities in SL/OpenSim. User guidance and training tools were then developed for supporting learning management strategies in the context of SL/OpenSim and demonstrated in exemplar use-case scenarios. The user support models and tools which were developed have been extensively evaluated for their usability and educational value using diverse participant groups. The results validate the efficacy of these contributions, defending the research thesis. These contributions can be used in future research on managing MUVE supported education.